English Department – FBS Lower School
Literacy Map for English Teachers
Grade Five
Literacy
Component
Listening and
Speaking
Reading
Phonics/Word
Teacher Clarification
Student Expectation
Parent Support
To teach, model and provide
planned opportunities for
students to
 Express needs, give
information, respond
and ask questions;
 Listen to English
speakers;
 Respond in complete
sentences in English;
and
 Use appropriate
previously taught
vocabulary to
participate in classroom
discussions.
Students will
Parents can support classroom
instruction by
 Clearly express needs, give
 Encouraging conversation in
information, respond and ask
questions in English;
social English setting i.e.
Ordering in a restaurant, playing
 Appropriately listen and show
on sporting teams or on the
understanding of English
playground and
speakers;
 Book discussion
 Respond to questions in
complete sentences in English;
 Restate questions asked using
appropriate grade level
vocabulary; and
 Actively participate in classroom
discussion with peers in English;
and
 Presents prepared information
in a clear and concise way.
To teach, model, and provide
Students will
Parents can support classroom
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Recognition
planned opportunities for
students to learn the
relationships between written
letters and spoken words using
 Decode words using
letter-sound
correspondences,
syllabication patterns,
and roots, suffixes, and
prefixes; and
 Use context clues
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instruction by
Decode words using letter Read with your child and notice
sound correspondences,
syllabication patterns, and roots,
prefixes and suffixes
suffixes, and prefixes; and
 Additional Reading resources:
Use context clues to read new
Crabtree publishing
words when reading text.
www.crabtreebooks.com
Buy books at online store
Capitol choices – Noteworthy titles
www.capitolchoices.com
Titles by age and audio books to
purchase
American Library Association
www.ala.org/alsc/audiencemenus/pare
nts
Vocabulary
To teach, model and provide
planned opportunities for
students to increase their
knowledge of words and word
meaning by
 Providing rich and
varied language
experiences through
class discussions and
read alouds;
 Directly teaching
individual
words/concepts-
Students will
 Correctly use directly taught
vocabulary words and concepts
and those gained through
discussions and read alouds in
their daily oral language and
writing;
 Identify and use strategies to
comprehend an unfamiliar
word;
 Explain and use common
idioms, similes, and metaphors;
 Demonstrate a curiosity for new
International Children’s Digital Library
www.childrenslibrary.org
Parents can support classroom
instruction by
 Making cognate lists;
 Using the following links to foster
conversations after reading:
(NIU Literacy Clinic
http://www.cedu.niu.edu/ltcy/literacycl
inic/audience/parents.shtml
 Reading to your child on a daily
basis calling attention to
interesting words in the text.
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Comprehension
enriching and academic
words; and
content words;
 Read daily material at their
 Teaching word
independent reading level.
strategies- use of
cognates, context clues,
word parts – identifying
base words and prefixes
and suffixes, use of
dictionaries and
thesauruses,
understanding simple
similes and metaphors,
and explaining common
idioms; and;
 Fostering word
consciousness and
interest in words and
their meaning.
To teach, model, and provide
Students will
planned opportunities for
 Ask logical questions regarding
students to read a variety of
the text;
fictional and informational texts
 Make logical predictions and
in order to
provide details from the text to
 Activate prior
support their predictions;
knowledge to ask logical
 Make inferences using stated
questions and/or make
and implied information and
predictions regarding
facts in the text with
the topic or story;
background knowledge;
 Use information from
 Identify the theme and
the text to verify
summarize the text;
predictions and answer
 Compare and contrast themes
questions;
from similar texts;
Parents can support classroom
instruction by
 Visiting the public library to pick
books to read together,
 Encouraging your child to read at
least 30 minutes a day,
 Having the child retell favorite
parts of the story,
 Talking about books they are
reading and what they are
learning relates to them
personally, and
 Creating story maps
www.scholastic.com
3
 Use stated and implied
information in the text
with background
knowledge to make
inferences regarding the
main idea, a character’s
traits and motives,
cause effect
relationships in
informational text, and
conclusions about the
author’s meaning;
 Identify the theme and
summarize the text;
 Compare and contrast
themes from similar
texts;
 Describe the elements of
the plot retelling the
problem, attempts to
solve, and final
resolution using specific
details in the text;
 Identify and compare
attributes across two
stories – setting,
characters, problemsolution, and theme;
 Answer and ask
questions using the text
as the source;
 Identify and use text
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Describe the elements of the
plot retelling the problem,
attempts to solve, and final
resolution using specific details
in the text;
Identify and compare attributes
across two stories – setting,
characters, problem-solution,
and theme;
Answer and ask questions using
the text as the source;
Identify and use text features to
locate information quickly and
accurately – bold face print, key
words, topic sentences;
Identify and summarize the
main idea and supporting
details in informational text;
Connect important ideas in the
text with their own knowledge
and experience to the world
around them; and
Read text of personal interest
for 20 to 30 minutes daily.
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Writing
features to locate
information quickly and
accurately – bold face
print, key words, topic
sentences;
 Identify and summarize
the main idea and
supporting details in
informational text; and
 Connect important ideas
in the text with their
own knowledge and
experience to the world
around them.
To teach, model, and provide
Students will
Parents can support classroom
planned opportunities for
instruction by
 Use prewriting strategies to
students to
 Writing letters, messages, thank
generate and organize ideas
 Use prewriting
before writing such as talking,
you notes, and stories together;
strategies to generate
drawing, brainstorming, or story
and organize ideas
map;
before writing such as
 Write a narrative piece that:
talking, drawing,
engages the reader, establishes
 Encouraging your child to keep a
brainstorming, or story
and supports a central theme
diary or journal; and
map,
which describes the setting,
 Correcting only one or two
 Write a narrative piece
characters, objects, and events,
mistakes in your child’s writing at
that: establishes and
provides a logical sequence of
a time.
supports a central theme
events, provides transitions to
which describes the
link paragraphs, uses words that
setting, characters,
describe, uses simple,
objects, and events,
compound and complex
provides a logical
sentences, and creates
sequence of events,
interesting sentences;
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
provides transitions to
link paragraphs, uses
words that describe,
uses simple and
compound sentences,
and creates interesting
sentences;
Write a expository piece
that establishes and
supports a central idea
with a topic sentence at
or near the beginning of
the paragraph, includes
supporting paragraphs
with simple facts,
details, and
explanations, presents
ideas in sequence,
provides transitions to
link paragraphs,
concludes with a
paragraph that
summarize the points,
uses words that describe
and explain, uses simple
and compound
sentences, and creates
interesting sentence;
Write a persuasive piece
that develops a main
idea to convince the
reader to take or avoid a
certain action, uses at
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
Write a expository piece that
establishes and supports a
central idea with a topic
sentence at or near the
beginning of the paragraph,
includes supporting paragraphs
with simple facts, details, and
explanations, presents ideas in
sequence, provides transitions
to link paragraphs, concludes
with a paragraph that
summarize the points, uses
words that describe and explain,
uses simple and compound
sentences, and creates
interesting sentence;
Write a persuasive piece that
develops a main idea to
convince the reader to take or
avoid a certain action, uses at
least three details to support the
main idea, provides transitions
to link paragraphs, concludes
with a paragraph that
summarizes the points, uses
words that describe and explain,
uses simple and compound
sentences, and creates
interesting sentences;
Writes a detailed creative piece;
Edit the writing for fifth grade
mechanics and grammar;
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

least three details to
support the main idea,
provides transitions to
link paragraphs,
concludes with a
paragraph that
summarizes the points,
uses words that describe
and explain, uses simple
and compound
sentences, and creates
interesting sentences;
Edit the writing for fifth
grade mechanics and
grammar;
Revise the writing for
content; and
Publish their writing.
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
Revise the writing for content;
and
Publish their writing.
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